Communication Skills

Graded Exams and Professional Certificates

Syllabus from 2010

Trinity College London

trinitycollege.com
Charity number 1014792
Patron HRH The Duke of Kent KG
Copyright 2009 Trinity College London
Published by Trinity College London
Online edition, June 2017
 Contents

Contents
Introduction to Communication Skills qualifications 6
Learning outcomes and assessment criteria 10
Attainment descriptors for Communication Skills 12
Exam information 14

Individual exams 15
Task expectations 15
Communication Skills (individual) 18
Professional Certificate in Communication Skills 20

Group exams 22
Task expectations 22
Communication Skills (group) 24

Further information 26
Policies 26
Further support 26
Health and safety guidelines 27

Trinity College London is an international exam board regulated by Ofqual (Office of Qualifications and
Examinations Regulation) in England, CCEA Regulation in Northern Ireland and by Qualifications Wales.
Various arrangements are in place with governmental education authorities worldwide.
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4
 Welcome

Welcome
We are delighted to introduce the Trinity College London Communication Skills syllabus for grade
and certificate qualifications. These qualifications are designed to support learners to develop and
refine expertise and confidence in a range of communicative skills that are equally applicable in social,
professional and public arenas. The exams assess the following skills in a range of contexts:
verbal and non-verbal communication skills
conversation and discussion skills
critical thinking and problem-solving skills
research and reflection skills
presentation skills
persuasion and negotiation skills
planning and preparation skills
skills in using equipment and materials to aid communication
interpersonal skills.

Other skills valued by employers that are supported through preparing for these exams are:
self-motivation
ability to learn and adjust
working under pressure and to deadlines
teamwork
organisational skills
numeracy
technology
valuing diversity and difference.

We hope you enjoy exploring the opportunities these exams offer, and we wish you every success.

About Trinity College London

Trinity College London is a leading international exam board. Conducting over 700,000 assessments
each year in more than 60 countries worldwide, Trinity offers a flexible range of qualifications to suit a
variety of teaching and learning styles from music, drama and arts activities to English language at
all levels. At the heart of Trinitys work is the support we provide for teachers, both in terms of specific
support in preparing candidates for our exams, and more general teacher development.

Why choose Trinity?

Teachers and students choose Trinity because we offer:
an extensive range of study options and qualifications in acting and speaking, musical theatre,
performance arts, and communication skills at grade, certificate and diploma level
qualifications accessible to candidates of all ages and from all cultures
flexibility in our exams to give candidates opportunities to perform to their strengths and interests
a commitment to listening to our teachers
highly qualified examiners who are trained to provide maximum support and encouragement
throughout the exam process.

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Introduction to Communication Skills qualifications

Introduction to Communication Skills

qualifications
Trinitys grade and certificate exams in Communication Skills are open to all learners and the content
is designed to appeal to people of all ages and backgrounds. There is no requirement for candidates
to have passed a lower level or any other qualification before entering for the exams. However, the
different levels represent a programme for progressive development, and the outcomes assume
mastery of the previous level(s). There is no upper age limit, but the following recommended guidance
is provided regarding the minimum age for each stage:

Qualification level Age of candidates

Initial exams 5 years and over
Grade 1 7 years and over
Grades 23 8 years and over
Grades 45 12 years and over
Grades 68, Professional Certificate 16 years and over

Exams are taken by individuals or in a group of three or four candidates.

Qualification What the candidate receives

Solo grades and Each candidate is given written feedback, marks and, on passing, a certificate.
Professional
Certificate
Group grades The group receives a mark and written feedback recognising its achievement
overall. On passing their exam, each group member receives a certificate with
their name on.

Regulated Qualifications Framework

All solo Communication Skills qualifications are on the Regulated Qualifications Framework (RQF). The
regulated titles and numbers for the solo and pair qualifications are on page 15.
Group Communication Skills exams are designed to allow candidates the opportunity to work
collaboratively towards a shared goal, with examiners considering the overall achievement of the group.
As such these qualifications are unregulated.

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 Introduction to Communication Skills qualifications

Duration of study
All regulated qualifications are assigned a total qualification time (TQT). This should be used for
guidance only. TQT is an estimate of the average time spent with a teacher (guided learning hours)
added to the average time spent learning independently. It is recognised that the amount of time
needed to commit to a qualification will depend on each individuals or groups level of experience.

Qualification Guided learning hours Independent learning Overall learning hours

hours (total qualification time/TQT)
Initial 8 32 40
Grade 1 12 48 60
Grade 2 18 62 80
Grade 3 18 82 100
Grade 4 24 106 130
Grade 5 24 126 150
Grade 6 30 140 170
Grade 7 30 160 190
Grade 8 48 202 250
Professional
50 250 300
Certificate

Assessment methods and marking

The exams are normally assessed by one examiner who watches the work presented. The examiner
writes a report on the extent to which the candidate has met the learning outcomes of the qualification
and awards marks in line with the published assessment criteria and attainment descriptors.
Please note that, for training/monitoring purposes, it may, on occasion, be necessary for there to be
more than one examiner in the room.
Trinity audio records and sometimes films exams for quality assurance and training purposes. In the
case of filming, Trinity will always seek permission from the candidate (or their parent or guardian) first.
All recording devices will be discreet and should not cause any distraction to candidates.

Attainment bands, learning outcomes and assessment criteria

Graded exams are marked out of 100. Marks are awarded on the basis of the following attainment bands:

Marks received Attainment band

85 or more Distinction
7584 Merit
6574 Pass
64 and below Below Pass
The Professional Certificate is marked out
of 100 and the pass mark is 70. There are
no Merit or Distinction attainment bands.

The learning outcomes, assessment criteria and attainment descriptors for each level can be found on
pages 10 to 13.

Timing of the exams

Please refer to the exam requirements for the maximum time allowed for each exam. This is the time
available to the candidate to demonstrate the widest range of skills they can. Candidates are advised
to make full use of this. Please note that any setting up and removal of equipment will also need to be
incorporated into this time.

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Introduction to Communication Skills qualifications

Progression
Trinitys grade and certificate exams in Communication Skills offer progression routes towards:
diplomas in public speaking or teaching, offered by Trinity and other awarding organisations
courses at further and higher education institutions
employment, as a result of increased communication, presentation and teamwork skills.

The Universities and Colleges Admissions Service (UCAS)

Trinity College Londons Level 3 (Grades 68) solo Communication Skills exams are included in the
UK Universities and Colleges Admissions Service (UCAS) tariff, and attract UCAS points to use for
university and higher education entry. See trinitycollege.com/ucasdrama for further details.

A note on language
Trinitys exams in Communication Skills are taken in English. They assess how candidates use language
as a tool for communicating within particular contexts rather than assessing the language itself.
Candidates use of English must be intelligible to the examiner. However, candidates are not required to
conform linguistically to any particular model of pronunciation or usage.
We understand and accept that candidates may have distinctive features of pronunciation, grammar or
vocabulary which conform to the model prevalent to their own culture or language.

Other qualifications offered by Trinity

Young Performers Certificates (for candidates up to the age of 7 years old)
Grade and certificate exams in Acting and Speaking
Grade and certificate exams in Musical Theatre and Performance Arts
Diplomas in drama and speech subjects
Speech Communication Arts (only available in certain countries)
Arts Award (only available in certain countries)
Grades, certificates and diplomas in music
English language qualifications
Professional Performing Arts diplomas
Specifications for all these qualifications can be downloaded from trinitycollege.com

How to enter
Information on how to enter for all the qualifications covered in this document can be found at
trinitycollege.com

Reasonable adjustments
Trinity is committed to creating an inclusive environment where candidates with special needs are able
to demonstrate their skills and feel welcomed. We aim to make our exams accessible to all. We treat
each learner individually when considering how we can achieve this aim, recognising that requirements
vary. Candidates can be assured that we do not compromise on the standard of marking or allow the
quality of exams to be affected in any way.
All provision is tailored to the particular needs of each candidate. In order to be most beneficial, as full an
explanation as possible of the requirement should be given. The need and request for provision should
be made on the appropriate form, which is available to download from trinitycollege.com/drama-csn

Results review and appeals process

Anyone who wishes to question the outcome of their exam result should refer to
trinitycollege.com/resultsenquiry for full details of our results review and appeals process.

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 Introduction to Communication Skills qualifications

Exam infringements
All exam infringements (eg presenting a topic that doesnt fit the requirements) will be referred directly
to Trinitys central office by the examiner. Exam reports may be withheld until the outcome of any
referral has been considered by Trinity. Depending on the severity of the infringement, marks may be
deducted or, in extreme cases, the exam may be invalidated.

Certificate of Special Merit

Candidates who have passed Grades 18 solo and/or pair exams either in a single qualification strand
(eg Communication Skills (individual)) or any combination of drama and performance qualification
strands, can apply for a Certificate of Special Merit. Those who have achieved a Distinction at every
grade will have the words with Distinction added to their certificate.
To apply for a Certificate of Special Merit, please contact drama@trinitycollege.com

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Learning outcomes and assessment criteria

Learning outcomes and assessment criteria

Initial (RQF Entry Level)
Learning outcomes Assessment criteria
The learner will: The learner can:
1. employ an appropriate 1. demonstrate an ability to talk meaningfully, clearly and with some
range of verbal and expressiveness
non-verbal skills in
contrasting contexts
2. interact and converse 2. demonstrate an ability to participate in a conversation
on a one-to-one basis
3. describe an event or 3. demonstrate some competence in sustaining a simple narrative or
object and present description from memory, delivered in an orderly manner and with some
information verbally awareness of audience

Foundation (Grades 13, RQF Level 1)

Learning outcomes Assessment criteria
The learner will: The learner can:
1. employ an appropriate 1.1 demonstrate a developing ability to present a persuasive argument and
range of verbal and show some sensitivity in interpersonal communication
non-verbal skills in a 1.2 show some awareness of the importance of oral communication and the
variety of situations uses of vocal variety in spoken language
1.3 demonstrate an understanding of the differences between formal and
informal situations
2. interact with individuals 2. converse with the examiner and/or fellow group members and develop
and/or groups some discourse along guided lines
3. present information, 3.1 demonstrate elementary competence in the preparation and delivery
ideas and opinions of talks
coherently 3.2 speak audibly and clearly
3.3 demonstrate an ability to adapt verbal and non-verbal skills appropriately
to meet audience needs

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 Learning outcomes and assessment criteria

Intermediate (Grades 45, RQF Level 2)

Learning outcomes Assessment criteria
The learner will: The learner can:
1. employ an appropriate 1.1 show a vital awareness of interpersonal communication skills and use
and effective range of verbal and non-verbal expression with ease and confidence
verbal and non-verbal 1.2 show evidence of understanding the importance of oral communication
skills in a variety of and the uses of vocal variety in spoken language
situations
1.3 demonstrate competence in interactive speaking in both informal and
formal situations
2. interact with 2. initiate and participate in discussion with the examiner and/or fellow
individuals, groups group members
and/or simulated
audiences
3. present and summarise 3.1 demonstrate an ability to prepare, design and deliver informative talks
information, ideas and in a clear and relevant manner
opinions coherently 3.2 demonstrate a use of language that is imaginative, fluid and shows a
sense of spontaneity
3.3 demonstrate an understanding of structure, logic and where appropriate
narrative when communicating in a range of settings

Advanced (Grades 68 and Professional Certificate, RQF Level 3)

Learning outcomes Assessment criteria
The learner will: The learner can:
1. employ with 1.1 show considerable competence in interpersonal communication skills and
competence and use verbal and non-verbal expression with ease and confidence
understanding an 1.2 integrate consciously knowledge, understanding and skills in a secure and
appropriate range of sustained performance
verbal and non-verbal
1.3 demonstrate a high degree of competence in interactive speaking in both
skills in a wide variety
informal and formal situations
of specified situations
2. interact with 2.1 initiate and participate effectively in discussion with the examiner and/or
individuals, groups fellow group members
and/or specified 2.2 demonstrate confidence, perceptiveness and appropriate listening skills
simulated audiences
3. present and 3.1 demonstrate an ability to prepare, design and deliver informative talks
summarise a range with authority and competence, using audio and visual aids as appropriate
of information, ideas, 3.2 demonstrate a use of language that is vivid and powerful and meets the
concepts and opinions demands of specific situations
from a variety of
3.3 employ a range of communication skills and tools with sophistication and
sources
understanding to present and engage with complex and challenging ideas

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Attainment descriptors for Communication Skills

Attainment descriptors for

Communication Skills
The following table describes the levels of attainment required for the allocation of marks in the
Distinction, Merit, Pass and Below Pass bands.

Initial
Distinction
Work in which narratives and descriptions are conveyed fluently and with some sense of spontaneity.
Meaning will be projected expressively and with accuracy and clarity. The candidate will respond
thoughtfully to questions and engage in conversation appropriately and with some enthusiasm.
Merit
Work which demonstrates understanding and some degree of fluency of expression. Vocal delivery will be
audible and expressive for the most part. The candidate will respond appropriately during conversation,
although there may be some degree of hesitancy at times.
Pass
Work that demonstrates evidence of adequate preparation and some ability to communicate orally. The
delivery will demonstrate a fair degree of understanding but may lack clarity and audibility at times. There
may be reluctance to respond during conversation but some appropriate engagement with prompting.
Below Pass
Work in which language skills and/or vocal delivery are inadequate to complete the task satisfactorily.
This will be marked variously by a lack of fluency, clarity and audibility. The candidate may show an
apparent reluctance to engage in conversation.

Foundation (Grades 13)

Distinction
Work in which ideas and narratives are presented fluently, with enthusiasm and with a sense of
ownership of the material. Verbal and non-verbal presentation will enable the listener to follow the
thought processes being presented. The candidate will respond to questions aptly and accurately.
Merit
Work that shows a genuine attempt to engage and interest the listener. There will be a sense of vitality
and an ability to communicate ideas both in formal and informal situations. There will be a sound level
of preparation and an imaginative if somewhat uneven level of presentation.
Pass
Work that shows some skill in communication although it may lack flair. Presentations and
conversation will be clear and audible and there will be some ability to respond to questions fluently.
Work is adequately prepared.
Below Pass
Work in which the language mastery is insufficient to make meanings clear. Talks and other prepared
spoken material may be largely inaudible and interpersonal communication hesitant and insecure. Poor
preparation and inadequate presentation may be evident.

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 Attainment descriptors for Communication Skills

Intermediate (Grades 45)

Distinction
Work in which there is a strong sense of lively communication and conviction. Material will be well
prepared and presented with authority and some flair. There will be evident use of complex language
structures to convey complicated ideas and a sense of fluency and ease in conversation. Presentation
skills will be well developed.
Merit
Work in which communication skills are well integrated and the material presented is secure. There
may be some lapses in the use of language and the ability to respond to all questions, but the overall
impression will be one of successful engagement with the listener.
Pass
Work in which there is evidence of some preparation and some ability to convey information and mount a
persuasive argument. Verbal and non-verbal skills will be sufficient to ensure audibility and some interest
for the listener. There will be evidence of interpersonal sensitivity and an ability to relate to other people.
Below Pass
Work in which there is a sense of confusion and lack of confidence. Verbal and non-verbal skills may
be inadequate and the material presented may lack organisation. Response to questions may reveal
insufficient mastery of the material or situation.

Advanced (Grades 68 and Professional Certificate)

Distinction
Work that shows an ability to handle the most complex ideas and diverse communication tasks with ease
and rigour. There will be a satisfying integration of communication skills and a sense of total ownership of
the material and control of the situation. Presentation skills will be highly developed and yet all work will
be exemplified by naturalness and fluency.
Merit
Work in which complex ideas are presented with authority and flair and in a way that engages the listener.
Vocal variety and non-verbal communication will add to the sense of fluency and ease and the candidate
will adapt successfully to different situations. There may be some lack of spontaneity and arguments may
not always be fully developed.
Pass
Work in which complex ideas are handled with some skill and there is an adequate response to
conversation and questioning. Work will show some imagination in preparation and there will be sound
use of verbal and non-verbal resources. Various visual and other aids will be used to some effect but the
presentations may be adequate rather than stimulating.
Below Pass
Work in which complex ideas are inadequately handled and there is little sense of authority. Lack of
confidence and fluency may prevent effective communication and there may be poor interpersonal skills.
Verbal and non-verbal skills may not be employed with a sufficient degree of confidence and there may
be an overall sense of confusion.

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Exam information

Exam information
General regulations
Candidates are required to arrive at the exam centre 15 minutes before the scheduled time of
their exam.
Maximum timings are provided for each task and examiners may stop a candidate if the timings
are exceeded.
Objects and/or pictures brought into the exam room are the responsibility of the candidate. They
should be easily transportable, safe and easy to set up and appropriate to the age of the candidate.
Set up and removal of equipment should be completed within the allocated exam time.

General guidance
Where the syllabus offers an EITHER/OR option for a task, the choice is made by the candidate.
Visual and audio aids must be used to support presentations in the advanced grades but candidates
can choose to use them or not in the foundation and intermediate grades. They should enhance
rather than hinder personal communication with the actual or imagined defined audience.
Candidates may use PowerPoint (or similar), whiteboards, blackboards, flip charts, or video clips,
but the focus must always be on the presentation and not on the technology. Any aids should be
easily seen or heard by the examiner. Candidates/teachers are advised to check with the centre
representative beforehand as to what technology is available. Visual or audio aids brought into the
exam room are the responsibility of the candidate. They should be easily transportable, safe and
easy to set up within the allocated time for the task and appropriate to the age of the candidate.
The use of notes and cue cards as a prompt rather than read verbatim are an accepted element
of any of the prepared tasks but should only be used to aid fluency, delivery and communication.

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 Individual exams

Individual exams
Exams for individuals assess a candidates ability to engage with analytical and critical concepts, to persuade,
to negotiate, to summarise and to communicate information, ideas and opinions in a variety of contexts.

Title on regulator registers Qualification

number
TCL Entry Level Award in Graded Examination in Communication Skills
601/0855/1
(Initial) (Entry 3)

TCL Level 1 Award in Graded Examination in Communication Skills (Grade 1) 501/1947/3

TCL Level 1 Award in Graded Examination in Communication Skills (Grade 2) 501/1946/1

TCL Level 1 Award in Graded Examination in Communication Skills (Grade 3) 501/1948/5

TCL Level 2 Certificate in Graded Examination in Communication Skills (Grade 4) 501/1949/7

TCL Level 2 Certificate in Graded Examination in Communication Skills (Grade 5) 501/1950/3

TCL Level 3 Certificate in Graded Examination in Communication Skills (Grade 6) 501/2112/1

TCL Level 3 Certificate in Graded Examination in Communication Skills (Grade 7) 501/2111/X

TCL Level 3 Certificate in Graded Examination in Communication Skills (Grade 8) 501/2115/7

TCL Level 3 Certificate in Communication Skills (Professional Certificate) 601/0960/9

Task expectations
All Communication Skills exams for individuals follow the same general pattern and include several
specific types of task as below.

Welcome and introduction (Initial, Grades 13)

This is an informal, spontaneous and natural conversation intended to put candidates at their ease.
In this conversation the examiner may make reference to the format and content of the exam, the
candidates current situation in education and/or work, the conditions under which the exam is being
held and so on. The candidate should aim to engage in a spontaneous exchange with the examiner,
rather than giving a prepared formal introduction.
Candidates will normally sit during this task.

Interactive task
At Initial and at some Foundation grades, candidates either tell a story and/or describe an event or the
significance of an object or objects. The candidate may then be required to respond to questions about
this from the examiner.
From Grade 3 upwards candidates attempt to persuade the examiner to do something (eg give them a job,
lend them an object, go on holiday). At Grade 7 candidates engage in a radio/TV-type interview with the
examiner. At Grade 8 the candidate and examiner negotiate in order to resolve a conflict.
In all these tasks there is an element of role play. The examiner will represent someone such as a friend,
an employer or a potential supporter of a charity. In preparing these tasks, candidates should give careful
thought to who they wish the examiner to represent. So for example at Grade 5 (The candidate will
attempt to persuade a defined person to support a charity or good cause) the examiner will ask Who do

15
Individual exams

you wish me to represent? Possible responses might be: The President of the United States or my
headmaster or a total stranger whom I have just walked up to in the street. The choice will of course
influence the way in which the candidate approaches the task and the examiners responses.
The examiner will within reason accept any premise offered by the candidate and interact
accordingly. In some cases the examiner may sketch in an appropriate character but will not give
a complete acted performance.
The examiner will interact with the candidate throughout the task. It is quite possible that the examiner
will express reservations about ideas and suggestions offered by the candidate and/or suggest alternative
views or approaches. As part of the preparation for the exam the candidate should consider possible
objections and/or reservations and be prepared to deal with them. However, candidates should not think
in terms of winning or losing an argument, but rather in engaging successfully in an interactive manner
with the examiner.
Although there will inevitably have been some degree of preparation for these tasks, candidates should
aim to speak as spontaneously as possible and engage in an interactive discussion with the examiner
throughout. Over-reliance on prompt cards may hamper the candidates ability to do this effectively.
Candidates will normally be encouraged to sit for these tasks.

Talk
Candidates give a talk on an appropriate subject, using visual and/or audio aids as appropriate.
From Grade 7 upwards candidates must specify the audience to whom they are speaking. This could be
quite straightforward (eg my class at school) or more ambitious (eg a group of potential employees
for my firm, a group of one hundred senior policemen, the General Medical Council).
Candidates should project their voices to address an imagined audience, of which the examiner is
but one member.
These talks should avoid giving the impression of repeating an essay or information learnt
parrot-fashion. The style of delivery should be fluent and suitably relaxed, demonstrating a
personal engagement with the (imaginary) audience and awareness of techniques that may
be employed to engage and sustain their interest.
While prompt cards may be used, the talk should not be written out in full nor read verbatim from
a script. These exams do not assess the skill of reading aloud. Oral communication differs from the
language of written prose and candidates are expected to demonstrate their understanding of this.
For talks and presentations in which audio and/or visual aids are used, candidates should remember
that these are primarily an aid to good communication and never a replacement for personal skill.
Candidates may use PowerPoint (or similar), whiteboards, blackboards, flipcharts, or video clips.
Thought should be given to the presentation, design and positioning of any visual aid in relation to the
speaker and listener(s). It is the candidates responsibility to set up and remove any such aids within
the time allowed for the exam, and to ensure that any computer or other technical equipment is fully
operational before the exam begins.
This is a more formal scenario and candidates should stand to present their talks as if to an
imaginary audience.

Summary task
In Grades 48 candidates are required to summarise an article read aloud by the examiner. The length
and subject matter of each article is listed in the grade requirements listed on pages 18 and 19.
The examiner reads the article aloud at a moderate pace, during which candidates may take notes.
Candidates intending to take notes during this task must bring a notepad and pencil or pen into the
exam with them.

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 Individual exams

Candidates will be given a few moments to review their notes, and then be asked to give a verbal
summary of the content. At Grades 7 and 8 the summary is followed by a short discussion in which
candidates may be asked to express some views on the content.
One of the purposes of this task is to encourage careful and selective listening. Candidates should not
attempt to write down every word of the article as if from dictation and then repeat it back verbatim.
Rather they should listen carefully to the argument and/or views expressed in the article and note
down those details that appear to be relevant. In reviewing their notes, they may wish to alter the order
in which information is presented in the article. An effective verbal summary may be quite brief.
This is an informal task and candidates will normally be invited to sit before the examiner starts to read.

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Communication Skills (individual)

Communication Skills (individual)

Grade Communication Skills (individual) Marks
Initial 1. The examiner will welcome the candidate. A few introductory remarks will be 10
maximum exchanged (approximately 1 minute).
8 minutes 2. The candidate will talk about a small object he or she has brought to the exam 40
room (approximately 2 minutes).
3. The candidate will 50
EITHER introduce and tell a brief story
OR recount a memorable event.
A brief conversation will follow (approximately 3 minutes).
Foundation
Grade 1 1. The examiner will welcome the candidate. A few introductory remarks will be 10
maximum exchanged (approximately 1 minute).
10 minutes 2. The candidate will bring two small objects to the exam room and 40
EITHER use them to tell a story
OR explain their value and significance (approximately 2 minutes).
A brief conversation will follow (approximately 1 minute).
3. The candidate will give a talk about a remarkable person, my best friend, my 50
most exciting holiday, or my favourite activity. Simple visual aids may be used
(approximately 3 minutes). A brief conversation will follow (approximately 1 minute).
Grade 2 1. The examiner will welcome the candidate. A few introductory remarks will be 10
maximum exchanged (approximately 1 minute).
12 minutes 2. The candidate will describe the planning and preparation for a special event 40
(approximately 3 minutes). A brief conversation will follow (approximately 1 minute).
3. The candidate will give a talk about a book or a film/movie. Simple visual aids 50
may be used (approximately 4 minutes). A related conversation will follow
(approximately 1 minute).
Grade 3 1. The examiner will welcome the candidate. A few introductory remarks will be 10
maximum exchanged (approximately 2 minutes).
14 minutes 2. The candidate will attempt to persuade a friend EITHER to go on holiday OR to 40
go on an outing OR to participate in an activity. The examiner will represent the
friend and interact accordingly (approximately 4 minutes).
3. The candidate will give a talk about a current news item. Simple visual aids may 50
be used if desired (approximately 4 minutes). A related discussion will follow
(approximately 2 minutes).
Intermediate
Grade 4 1. After a brief introductory exchange, the candidate will attempt to persuade a 30
maximum friend to lend him/her a highly valued object. The examiner will represent the
16 minutes friend and interact accordingly (approximately 4 minutes).
2. The examiner will read aloud a descriptive passage of 200250 words. The candidate 30
may take notes if desired. The candidate will then give a verbal summary of the main
points (approximately 3 minutes).
3. The candidate will give a talk on a memorable experience. Visual aids may be used 40
(approximately 5 minutes). Relevant discussion will follow (approximately 2 minutes).
Grade 5 1. After a brief introductory exchange, the candidate will attempt to persuade a defined 30
maximum person to support a charity or good cause. The examiner will represent the person to
18 minutes be persuaded (see guidance on pages 1516) (approximately 4 minutes).
2. The examiner will read aloud an informative passage of 250300 words. The 30
candidate may take notes if desired. The candidate will then give a verbal summary
of the main points (approximately 4 minutes).
3. The candidate will give an informative talk on a personal interest, challenge 40
or achievement. Visual aids may be used (approximately 6 minutes). Relevant
discussion will follow (approximately 2 minutes).

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 Communication Skills (individual)

Grade Communication Skills (individual) Marks

Advanced
Grade 6 1. The candidate will present a prepared CV for a specified job of 30
maximum his or her choice. The examiner will represent a potential employer
20 minutes and conduct an appropriate interview (approximately 5 minutes).
2. The examiner will read aloud a current news article of 300350 words. 30
The candidate may take notes if desired. The candidate will then give
a verbal summary of the main points (approximately 4 minutes).
3. The candidate will give a presentation that 40
EITHER explains a process
OR introduces a product or business enterprise
(approximately 7 minutes).
Appropriate discussion will follow (approximately 2 minutes).
Grade 7 1. The candidate will give a two-minute introduction to a local, regional 30
maximum or national issue that requires immediate action. The examiner will
23 minutes then conduct a radio/TV-type interview to probe the issues arising
from this (approximately 6 minutes).
2. The examiner will read aloud a passage of 350400 words on travel, 30
history or biography. The candidate may take notes if desired. The
candidate will then give a verbal summary of the main points. A brief
discussion will follow in which candidates may be asked to express
some views on the content (approximately 5 minutes).
3. The candidate will give a presentation on a social, medical or 40
moral issue to an imagined, defined audience of at least 20 people
(see guidance on page 16). Audio and/or visual aids may be used
(approximately 8 minutes). Appropriate discussion will follow
(approximately 2 minutes).
Grade 8 1. The candidate introduces a professional, educational or social 30
maximum conflict that will require negotiation to be resolved, clearly stating
25 minutes a personal standpoint and agenda. The examiner will adopt an
opposing agenda. The candidate and examiner will then seek to
resolve the conflict in a manner which will be satisfactory to both
parties. Some agreement must be reached within the time limit
(approximately 6 minutes).
2. The examiner will read aloud a passage of 400500 words on science, 30
technology, environmental issues, business or finance. The candidate
may take notes if desired. The candidate will then give a verbal
summary of the main points. A brief discussion will follow in which
candidates may be asked to express some views on the content
(approximately 6 minutes).
3. The candidate will give a presentation to an imagined, defined 40
audience of at least 20 people on some aspect of the communication
process in advertising, politics, education or religion. This may
include a critical evaluation of communication tools such as: styles of
delivery; vocabulary, structure and syntax; semiotics and non-verbal
components. Audio and/or visual aids may be used (approximately 8
minutes). Appropriate discussion will follow (approximately 3 minutes).

19
Professional Certificate in Communication Skills

Professional Certificate in Communication Skills

The Professional Certificate in Communication Skills is intended to provide a framework relevant to all
professional situations in which the need for clear and effective spoken communication in a variety of
contexts may be of paramount importance.
The exam comprises five sections:
Presentation Skills
Speaking in Public
Problem Solving and Conflict Resolution Skills
Summary and Feedback Skills
Discussion
The presentation task should not be considered as a role play scenario in which candidates adopt
an imaginary character or role to which they aspire in the future. Rather, the presentation should be
rooted in candidates current social, educational, work or professional situation and background and
reflect personal interests, experience and aspirations.
Candidates should refer to the relevant sections of notes on grade exams for individuals for further
guidance on other sections.
Learning outcomes, assessment criteria and attainment descriptors for Advanced level grades in
Communication Skills apply to this qualification (see pages 11 and 13).
The Professional Certificate is at Level 3 of the Regulated Qualifications Framework and is marked out
of 100. The pass mark is 70. There are no Merit or Distinction attainment bands.

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 Professional Certificate in Communication Skills

Professional Certificate in Communication Skills Marks

1. Presentation 40
The candidate will give a presentation related to personal aspirations, job or career
intentions and/or interests to a defined, imagined audience of at least 20 people.
Audio and/or visual aids may be used.
Maximum time 18 minutes
2. Speaking in Public 20
Fifteen minutes before the exam begins, the examiner will provide the candidate
with three scenarios in which a public address will be required. Typical situations
might include: introducing or thanking a speaker; opening or closing an event or
ceremony; giving an address at a wedding or other formal function. The candidate
will select one of the scenarios and give an appropriate verbal response. Brief
notes on a single card are permitted.
Maximum time 6 minutes
3. Problem Solving and Conflict Resolution Skills 20
The candidate will describe a real or imagined social or work-based problem that
may involve conflict. The candidate will suggest some possible solutions and
discuss with the examiner how these might be presented to the relevant parties.
Maximum time 6 minutes
4. Summary and Feedback Skills 10
The examiner will read aloud an article or report of approximately 400 words.
The candidate may take notes if desired. The candidate will then give a verbal
summary of the main points. A brief discussion will follow in which candidates
may be asked to express some views on the content.
Maximum time 5 minutes
5. Discussion 10
The examiner and candidate will discuss some of the issues arising from both the
content and delivery of the previous tasks.
Maximum time 5 minutes

Maximum time allowed for exam: 40 minutes.

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Group exams

Group exams
Grade exams for groups progressively develop candidates ability to respond to questions, to address
a small group on a prepared subject, to give a persuasive address, to work with other candidates
to prepare and deliver presentations, to listen carefully and summarise articles read aloud, and to
participate in group discussion.

General regulations and guidance

Group exams are undertaken by groups of three or four candidates who are examined simultaneously.
Normally candidates will know each other and have worked together prior to the exam, although this
is not essential for Grades 15.
All candidates must wear name tags throughout the exam.
While prompt cards may be used, talks and presentations should not be written out in full or read verbatim
from a script. These exams do not assess the skill of reading aloud. Oral communication differs from the
language of written prose, and candidates are expected to demonstrate their understanding of this.
The style of delivery should be fluent and suitably relaxed, demonstrating a personal engagement
with the other group members and the examiner, and awareness of techniques that may be employed
to engage and sustain their interest.

Task expectations
All grade exams for groups comprise two tasks.

Foundation level (Grades 13)

At this level candidates sit in a group with the examiner throughout the exam.
In Task 1 the examiner asks candidates in turn questions on a specified subject.
In Task 2 the examiner initiates a group conversation about a subject appropriate to the candidates
ages, cultural backgrounds and interests. The examiner will facilitate the discussion. All group members
are required to make an approximately equal contribution to the discussion.

Intermediate level (Grades 45)

At the start of the exam the examiner will sit in a group with the candidates.
In Task 1 candidates in turn address the group on a specified subject. If they wish, candidates may
stand to give their talks.
At Grade 4 candidates introduce a favourite book, film or TV programme, suggesting reasons why other
group members might enjoy it. Candidates should not simply give a summary of the plot/format but
express some opinions about it. Other group members will ask appropriate questions.
At Grade 5 candidates are required to attempt to persuade group members to support a charity or
good cause. Again, other group members will ask appropriate questions and are encouraged to offer
alternative views/approaches.
In Task 2 the examiner initiates a group discussion on some of the issues arising from Task 1 or on
another subject appropriate to the group. Candidates will usually remain seated throughout this task.

Advanced level (Grades 68)

In Task 1 the candidates give a prepared presentation on a specified subject.
In these presentations there may be an element of role play, but this should not predominate.
Candidates may take personal responsibility for delivering certain elements of the presentation
but should not give elaborate performances or enact imaginary personalities.

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 Group exams

Candidates prepare and design their presentation for a specific (imaginary) audience of which the
examiner represents but one member. Candidates must inform the examiner of the size and nature
of the audience. However, candidates are advised to design their presentations for a specific interest
group rather than an individual. So while at Grade 6 they might design a presentation for a group of
potential investors in our business proposal they should not design it for Bill Gates. The choice will
of course influence the way in which the candidates prepare and deliver the presentation.
The examiner will within reason accept any premise offered by the group and interact accordingly
in role at the question and answer session that follows the presentation.
Candidates may choose to change the layout of the exam room and stand or sit as they wish during the
presentation. It is the groups responsibility to make any changes to the layout of furniture, equipment,
etc and to set up and remove any audio-visual aids and equipment within the time allowed for the
exam. It is also their responsibility to ensure that any computer or other technical equipment is fully
operational before the exam begins.
For talks and presentations in which audio and/or visual aids are used, candidates should remember
that these are primarily an aid to good communication and never a replacement for personal skill.
Great thought should be given to the presentation, design and positioning of any visual aid in relation
to the speaker and listener(s).
In Task 2 candidates are required to respond to an article read aloud by the examiner. The length and
subject matter of each article is listed in the grade requirements listed on page 25.
The examiner will read the article aloud at a moderate pace, during which candidates may take notes.
Candidates intending to take notes during this task must bring a notepad and pencil or pen into the
exam with them.
The candidates will be given a few moments to review their notes. The examiner will then ask the
candidates in turn for a verbal response on the content, which will then lead on to a group discussion
on related issues. At Grade 7 candidates are additionally required to offer some opinion on the issues
raised in the article and at Grade 8 also to make suggestions on how a range of communication
tools might be used in a related presentation. Candidates will normally be seated in a group with
the examiner throughout the discussion.

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Communication Skills (group)

Communication Skills (group)

For all group exams candidates should wear name tags. Groups will consist of three or four candidates.

Grade Communication Skills (group) Marks

Foundation
Grade 1 1. The candidates will sit in a group with the examiner. The examiner 50
maximum will show a picture or object and ask questions about it to the
10 minutes candidates in turn (approximately 4 minutes).
2. The examiner will initiate a group conversation about a 50
subject appropriate to the candidates. All group members
are required to make an approximately equal contribution
(approximately 4 minutes).
ForGrade
all group
2 exams candidates should wear
1. The candidates will name
sit in atags.
groupGroups willexaminer.
with the consist of 3 or 4 candidates.50
The
maximum examiner will ask the candidates in turn questions about
12 minutes aspects of organising a successful party, celebration or event
(approximately 5 minutes).
2. The examiner will initiate a group conversation about a 50
subject appropriate to the candidates. All group members
are required to make an approximately equal contribution
(approximately 5 minutes).
Grade 3 1. The candidates will sit in a group with the examiner. The examiner 50
maximum will ask the candidates in turn questions about their personal
14 minutes favourite place. Candidates will respond giving reasons for their
choices (approximately 7 minutes).
2. The examiner will initiate a group discussion about a subject 50
appropriate to the candidates. All group members are
required to make an approximately equal contribution
(approximately 5 minutes).
Intermediate
Grade 4 1. The candidates will in turn briefly introduce a favourite book, 50
maximum TV programme or film/movie, giving reasons why other group
16 minutes members might enjoy it. Other group members will ask
appropriate questions (approximately 2 minutes per candidate).
2. The examiner will initiate a group discussion either on issues 50
arising from Task 1 or on another subject appropriate to the
group. All group members are required to make an approximately
equal contribution (approximately 5 minutes).
Grade 5 1. The candidates will in turn briefly introduce a charity or good 50
maximum cause and attempt to persuade the rest of the group to support
18 minutes it. Other group members will ask appropriate questions
(approximately 3 minutes per candidate).
2. The examiner will initiate a group discussion either on issues 50
arising from Task 1 or on another subject appropriate to the group
(approximately 6 minutes).

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 Communication Skills (group)

Grade Communication Skills (group) Marks

Advanced
Grade 6 1. The group gives a presentation that 50
maximum EITHER explains a process
20 minutes OR introduces a product or business enterprise.
Each member of the group must make an approximately equal
contribution. Audio and/or visual aids may be used. The examiner
will then ask related questions (approximately 7 minutes for the
presentation and 2 minutes for questions).
2. The examiner will read aloud a current news article of 50
approximately 250300 words. Candidates may take notes
if desired. Candidates in turn will be asked to respond to
the content. A group discussion on related issues will follow
(approximately 9 minutes).
Grade 7 1. The group gives a presentation on a local, regional or national 50
maximum issue that requires immediate action. Each member of the group
23 minutes must make an approximately equal contribution. Audio and/
or visual aids may be used. The examiner will then ask related
questions to probe the issues arising from the presentation
(approximately 8 minutes for the presentation and 3 minutes
for questions).
2. The examiner will read aloud an article or report of approximately 50
350400 words. Candidates may take notes if desired. Candidates
in turn will be asked to respond to the content and offer some
opinion on the issues raised. A group discussion will follow
(approximately 10 minutes).
Grade 8 1. The group gives a presentation on the planning, strategy and 50
maximum delivery of a proposed advertising campaign. Each member of the
25 minutes group must focus on a specific aspect of the campaign (eg use of
different media, target audience, graphic design, visual imagery).
The examiner will then ask related questions to probe the validity
of the proposal (approximately 9 minutes for the presentation and
3 minutes for questions).
2. The examiner will read aloud an article or report of approximately 50
400500 words. Candidates in turn will be asked to respond to
the content, offer some opinion on the issues raised and make
suggestions on how a range of communication tools might be
used in a related presentation. A group discussion will follow
(approximately 11 minutes).

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Further information

Further information
Policies
Child protection
 rinity exams are delivered in full compliance with the requirements of the UKs Children Act 1989 and
T
other relevant legislation. Trinity has also implemented a policy relating to child protection, full details
of which can be found at trinitycollege.com/policies

Data protection
 rinity is registered as a Data Controller with the Information Commissioners Office in the United
T
Kingdom under the Data Protection Act 1998. Please see trinitycollege.com/policies for the most
up-to-date information about its data protection procedures and policies. You can write to the Data
Protection Officer at Trinitys central office for further information.

Customer service
Trinity is committed to providing a high-quality service for all our users from initial enquiry
through to certification. Full details of our customer service commitment can be found at
trinitycollege.com/customer-service

Malpractice
 rinity requires its registered exam centres to report any suspected malpractice by candidates,
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teachers or examiners. In situations where a centre is found to be inadequate or to be guilty of
malpractice, either in terms of provision of facilities or in administration, the exam centre may
be required to suspend all of its activities relating to Trinity exams until the cause of the problem
is identified and rectified, if appropriate. In extreme circumstances, the centre may no longer be
permitted to act as an exam centre registered with Trinity.
In the very rare cases or circumstances where a centre or individual may be suspected of malpractice,
Trinity will aim to minimise any inconvenience caused to any affected candidate, and would like to
thank candidates, teachers and centre staff for their kind co-operation in reporting any suspected
incident of cheating, thereby assisting Trinity in upholding the quality and integrity of its exam process.
More information can be found at trinitycollege.com/policies

Further support
Trinity is committed to supporting centres, teachers and candidates across the world. Our website is
a good source of information and guidance see trinitycollege.com/drama. There is also an online
learning platform at trinitycollege.com/support-drama

You can contact the drama support team at Trinitys central office at drama@trinitycollege.com, or find
the contact details of your local representative at trinitycollege.com/worldwide

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 Health and safety guidelines

Health and safety guidelines

Candidates should have a basic knowledge of health and safety, and they may be asked about this in
the discussion section of the exam. This includes, but is not limited to, the following:

Voice and body

Ensuring that the body and voice are properly warmed up before presenting
Not undertaking anything that is beyond their vocal or physical capabilities

Equipment
Any furniture used should be fireproof
Any furniture and presentation equipment must be safely positioned and have no dangerous edges

Facilities
Venue floors should be kept clear and dry, free from splinters and nails, and all presenters should be
made familiar with the layout
All passageways should be clear and clean, with all cables marked or covered and taped and
lit adequately
All possible steps should be taken to keep temperatures reasonably cool in hot weather and
reasonably warm in cold weather and that draughts are kept to a minimum
Rehearse routes to the stage/presentation area or set so that presenters know a safe route and are
aware of any technical obstacles
Always consider the audience to ensure that there are no hazards in terms of what is being
presented to them

Fire
Presenters should ensure they know the emergency drills, escape routes and assembly points,
and fire drills should be routinely scheduled, especially when someone is new to the environment

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Notes
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Notes